Children with Developmental Dyslexia Have Equivalent Audiovisual Speech Perception Performance but Their Perceptual Weights Differ

Autor/inn/en	Gijbels, Liesbeth; Lee, Adrian K. C.; Yeatman, Jason D.
Titel	Children with Developmental Dyslexia Have Equivalent Audiovisual Speech Perception Performance but Their Perceptual Weights Differ
Quelle	In: Developmental Science, 27 (2024) 1, (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gijbels, Liesbeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/desc.13431
Schlagwörter	Dyslexia; Developmental Disabilities; Auditory Perception; Visual Perception; Cognitive Processes; Speech Communication; Listening; Visual Stimuli; Children; Adolescents; Phonological Awareness + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Entwicklungsstörung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Cognitive process; Kognitiver Prozess; Hörvorgang; Zuhören; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	As reading is inherently a multisensory, audiovisual (AV) process where visual symbols (i.e., letters) are connected to speech sounds, the question has been raised whether individuals with reading difficulties, like children with developmental dyslexia (DD), have broader impairments in multisensory processing. This question has been posed before, yet it remains unanswered due to (a) the complexity and contentious etiology of DD along with (b) lack of consensus on developmentally appropriate AV processing tasks. We created an ecologically valid task for measuring multisensory AV processing by leveraging the natural phenomenon that speech perception improves when listeners are provided visual information from mouth movements (particularly when the auditory signal is degraded). We designed this AV processing task with low cognitive and linguistic demands such that children with and without DD would have equal unimodal (auditory and visual) performance. We then collected data in a group of 135 children (age 6.5-15) with an AV speech perception task to answer the following questions: (1) How do AV speech perception benefits manifest in children, with and without DD? (2) Do children all use the same perceptual weights to create AV speech perception benefits, and (3) what is the role of phonological processing in AV speech perception? We show that children with and without DD have equal AV speech perception benefits on this task, but that children with DD rely less on auditory processing in more difficult listening situations to create these benefits and weigh both incoming information streams differently. Lastly, any reported differences in speech perception in children with DD might be better explained by differences in phonological processing than differences in reading skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01